Ru-Chu Shih

How to promote knowledge transfer through a problem-based learning Internet platform for vocational high school students

This study aimed to explore how vocational high school students transfer knowledge through a problem-based learning (PBL) Internet platform. A PBL Internet platform was provided to 33 sophomore mechanical engineering students for a 6-week teaching experiment. A survey questionnaire, observation and interview were research instruments. The findings include: 1) factual, conceptual and process knowledge are the major types of knowledge and the sources of knowledge transfer (KT) include students, instructors and industries, but may be acquired differently depending on the level of problem-solving needs; 2) students’ KT includes highly experienced tacit knowledge and more concrete explicit knowledge; 3) students’ attitudes toward the six domains of using the PBL Internet platform all show positive significance, including the platform, the platform instructors, the platform mobility, online interaction, the PBL and the platform interface mechanism of students’ perceptions; 4) the capability and the willingness for KT in instructors, industries and students all have some impact on the effectiveness of KT.

The investigation of STEM Self-Efficacy and Professional Commitment to Engineering among female high school students

This study employed social cognitive theory and social cognitive career theory (SCCT) as foundations to explore the influence of high school students’ beliefs about female gender roles and female engineer role models on science, technology, engineering, and mathematics (STEM) self-efficacy and professional commitment to engineering. A total of 88 students from a national girls’ high school participated in STEM project-based learning. A survey questionnaire named The STEM Self-efficacy and Professional Commitment to Engineering Questionnaire, developed by the researchers, was administered to collect data, and a structured equation model was employed to confirm the multi-theoretical model developed in this study. The results of this study show that enhancing the gender role beliefs and engineer role models of female students may increase their STEM self-efficacy and professional commitment to engineering. In other words, the female high school students’ professional commitment to engineering model can explain students’ intentions for future engineering careers. Thus, this study suggests integrating STEM project-based learning into the curricula of various schools and integrating female engineer role models into STEM project-based learning activities for female students, which can enhance female high school students’ STEM self-efficacy and professional commitment to engineering.

A Study of Computer-Assisted Instruction on Music Appreciation: An Example of Chinese Musical Instruments

This research aims at exploring the effects of applying computer-assisted music instruction to Chinese musical instruments. To achieve the purpose, this research began with developing computer-assisted instruction software for Chinese musical instruments, and tested it with 228 students in a vocational high school. This research adopted the pre and post-test nonequivalent control group design. Three classes were assigned to the experimental group with “CAMI in Chinese musical instruments”, and another three classes were assigned to the control group with “traditional narrative teaching approach.” The entire experiment lasted 5 weeks. Collected data were analyzed by SPSS for Windows10.0 and LISREL 8.52. The statistical approaches for this study include descriptive statistical analysis, analysis of covariance (ANCOVA), and structural equation modeling analysis (SEM). The conclusions are as follows:1. Regarding to students’ learning achievement in “learning Chinese musical instruments”, CAMI approach is superior to the traditional narrative teaching approach.2. In “Learning Chinese Musical Instruments” course, students possess an affirmative perspective in the application of CAMI approach.3. The relationship among “software interface”, “learning attitude” and “cognition learning achievement” tends to be positive.4. CAMI in Chinese musical instruments software is a satisfactory assisting tool for teachers in “LearningChinese Instruments” course.

Effects of Implementing STEM-I Project-Based Learning Activities for Female High School Students.

This study aims to explore the application of STEM-I (STEM-Imagination) project-based learning activities and its effects on the effectiveness, processes, and characteristics of STEM integrative knowledge learning and imagination development for female high school students. A total of 72 female high school students were divided into 18 teams. Students were provided with a place to discuss, share, and integrate learning activities. A questionnaire and focus group interviews were conducted for data collection. The results show that STEM-I project-based learning activities can promote the development of diverse abilities and effectively expand STEM knowledge integration and learning for female high school students as well as enhance their imagination in the project-based activities. Additionally, the STEM-I instructional model with the process of initiation, development, expression, alternative, and links (IDEAL) is confirmed. Finally, some suggestions are proposed for future studies on STEM education and imagination integrative instruction. Effects of Implementing STEM-I Project-Based Learning Activities for Female High School Students

The Effect of English for Specific Purposes (ESP) Learning-Language Lab versus Mobile-Assisted Learning

Inrecentyears, therapidadvancementof information technologyhashadagreat impactonour dailylifeandchangedtheworldinwhichweoperate;inparticular,mobiledeviceshavebecome moreportableandpowerfulthanever.Asaresult,mobile-assistedlanguagelearning(MALL)and ubiquitouslearninghavebeenwidelyadoptedinavarietyofstudies.However,thepurposeofthis studywastoinvestigatetheeffectsofteachingEnglishforspecificpurposes(ESP),i.e.,theBusiness LanguageTestingService(BULATS)forcollegestudentsinalanguagelaboratoryandthroughthe mobileLINEapp.Atotalof72collegestudentswererandomlyassignedtotwogroups,alanguage labgroupandamobilelearninggroup,for10weeksofinstruction.Thefindingsrevealedthatthe studentsinthemobilelearninggrouphadsignificantlypositiveattitudestowardtheteachingmethod andlearningcontentandhighusersatisfaction.Inaddition,thelearningperformanceofthestudents inthemobilelearninggroupwasbetterthanthatinthelanguagelabgroup. KEywoRDS Business Language Testing Service (BULATS), English for Specific Purposes (ESP), Mobile Assisted Language Learning (MALL), LINE App, Ubiquitous Learning